Biblioteca Virtual de Teses e Dissertações
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DISSERTAO DE MESTRADO
Título Original (PT):
AMORAS E JABUTICABAS: RAZES E FRUTOS DE UMA PEDAGOGIA PROFUNDA PARA TODOS
Autor:
HAMER, BRUNA LASELVA
Email:
brunah_bru@yahoo.com.br
Instituição:
UNIVERSIDADE ESTADUAL PAULISTA JLIO DE MESQUITA FILHO (UNESP) - BRASIL
Unidade:
FACULDADE DE CINCIAS (FC) - BAURU - SP
Local de Publicação:
UNESP
Data de Publicação:
2014
Área:
CINCIAS HUMANAS
Área de Concentração:
PSICOLOGIA
Titulação:
MESTRE(A) EM PSICOLOGIA
Orientador:
Dr. CAPELLINI, VERA LCIA MESSIAS FIALHO
Co-Orientador:
Ms. LORTHIOIS, MARIE-CLINE GERMAINE RENE FLORIO
Banca Examinadora:
Dr. CAPELLINI, VERA LCIA MESSIAS FIALHO
Dr. PRADO, GUILHERME DO VAL TOLEDO
Dr. ALMEIDA, LUCIA HELENA HEBLING
Data de Defesa:
09/05/2014
Palavras-Chave (PT):
DANA CIRCULAR SAGRADA
EDUCAO
PEDAGOGIA PROFUNDA
PSICOLOGIA JUNGUIANA
TOQUES SUTIS
Resumo Original (PT):
A PRESENTE INVESTIGAO SE DELINEOU A PARTIR DA NECESSIDADE DE RECONSIDERAO DOS PROPSITOS DA EDUCAO E DO SENTIDO DO PROCESSO DE ESCOLARIZAO. OS DEBATES ATUAIS SOBRE A EDUCAO APONTAM GRANDE DIFICULDADE DOS SISTEMAS EDUCATIVOS EM PROPORCIONAR UM ENSINO DE QUALIDADE, RESPEITANDO A HETEROGENEIDADE E A INDIVIDUALIDADE NA COMUNIDADE ESCOLAR. A RAZO, O CONHECIMENTO CIENTFICO E TCNICO, E A ESPECIALIDADE, SO FORTEMENTE VALORIZADOS EM NOSSA CULTURA, O QUE SE REFLETE NA REA DA EDUCAO. ASSIM, SO OFERECIDOS CRIANA ESTMULOS INTELECTUAIS DESDE MUITO CEDO, ENQUANTO SEU CORPO, SUAS EMOES, SUA INTUIO VO SENDO SILENCIADOS. A PSICOLOGIA JUNGUIANA, AO CONSIDERAR, ALM DO INCONSCIENTE PESSOAL DO SER HUMANO, A EXISTNCIA DE UM INCONSCIENTE COLETIVO, PERMITE IR MUITO ALM DA VISO DO HOMEM COMO SER APENAS RACIONAL. A OBSERVAO DA CRIANA SOB ESSA TICA, JUSTIFICA A ATENO AO SEU CORPO, SEUS SONHOS, SUAS EMOES, SEU INTELECTO, SUA ESPIRITUALIDADE E QUANTAS OUTRAS DIMENSES SE APRESENTEM. A EDUCAO DEVE ENTO ATENDER TODAS AS SUAS NECESSIDADES, VISANDO UMA FORMAO INTEGRAL. COM ESSE OBJETIVO NASCEU A PEDAGOGIA PROFUNDA, A QUAL CONSIDERA A CRIANA COM SUAS MLTIPLAS DIMENSES. SEU EIXO TERICO SE BASEIA NA PSICOLOGIA PROFUNDA, INTEGRANDO AINDA PRINCPIOS E PRTICAS DAS DANAS CIRCULARES SAGRADAS E DOS TOQUES SUTIS. A PEDAGOGIA PROFUNDA NO PROPE UMA METODOLOGIA DE ENSINO, MAS UM APRIMORAMENTO DO EDUCADOR, DE SUA PERSONALIDADE, DE SUA VISO DE SER HUMANO E DO SEU CONHECIMENTO DA CRIANA. ALM DA DANA E DOS TRABALHOS CORPORAIS CITADOS ACIMA, ELA INCLUI O TRABALHO COM A MATRIA, POR MEIO DE TCNICAS ARTESANAIS E TRABALHOS MANUAIS, ASSIM COMO BRINCADEIRAS, JOGOS E CONFECO DE BRINQUEDOS. DESSA FORMA, ESTE ESTUDO TEVE COMO OBJETIVO ANALISAR A APLICAO DOS PRESSUPOSTOS DA PEDAGOGIA PROFUNDA NA PRTICA DE UMA DOCENTE DE EDUCAO INFANTIL E AVALIAR SE A PRTICA DESENVOLVIDA FAVORECE O ATENDIMENTO DIVERSIDADE. CARACTERIZADO COMO UM ESTUDO DE CASO, FUNDAMENTADO NA METODOLOGIA CLNICO QUALITATIVA, UTILIZOU DOS MTODOS DE HISTRIA DE VIDA, NARRATIVAS E ANLISE DE CONTEDO. A PESQUISA FOI DESENVOLVIDA EM UMA ESCOLA MUNICIPAL DE EDUCAO INFANTIL, POR MEIO DE OBSERVAO DA PRTICA DOCENTE E ENTREVISTAS COM A PROFESSORA, DESENVOLVIDAS EM OITO ENCONTROS, ALM DE ANLISE DOCUMENTAL. O LEVANTAMENTO BIBLIOGRFICO OCORREU EM TRS BASES DE DADOS (NACIONAL E INTERNACIONAL), IDENTIFICANDO-SE A PUBLICAO DE APENAS DEZ ARTIGOS NA LTIMA DCADA RELACIONADOS UTILIZAO DOS CONCEITOS DA PSICOLOGIA JUNGUIANA NA EDUCAO, DESTACANDO A ESCASSEZ DE TRABALHOS QUE INTEGREM AS DUAS REAS. OS RESULTADOS DA OBSERVAO DA PRTICA DOCENTE APRESENTAM A POSSIBILIDADE DE UMA EDUCAO PAUTADA NOS VALORES DA LIBERDADE E CONFIANA, COM INCLUSO DA DIMENSO ARTSTICA E DO CONTATO COM A NATUREZA NO PROCESSO EDUCACIONAL, POTENCIALIZANDO O ESPAO PARA OS INTERESSES E CURIOSIDADES DA CRIANA. OS DADOS FORAM ORGANIZADOS EM QUATRO EIXOS: AMBIENTE DESCONTRADO; O BRINCAR COM A MATRIA; A CRIANA E O CORPO; E, A RELAO DA PROFESSORA COM AS CRIANAS. AS CONCLUSES AFIRMAM A CONTRIBUIO DA PEDAGOGIA PROFUNDA AO SINALIZAR POSSIBILIDADES DISTINTAS DE ATENDER S NECESSIDADES DA CRIANA CONSIDERADA EM SUA INTEGRALIDADE, FAVORECENDO, ASSIM, UMA EDUCAO PARA A DIVERSIDADE.
Título (EN):
BLACKBERRIES AND JABUTICABA FRUITS: ROOTS AND FRUITS OF A PROFOUND EDUCATION FOR EVERYONE
Palavras-Chave (EN):
EDUCATION
JUNGIAN PSYCHOLOGY
PROFOUND PEDAGOGY
SACRED CIRCLE DANCES
SUBTLE TOUCHES
Resumo Original (EN):
THE PRESENT STUDY WAS OUTLINED FROM THE NEED TO RECONSIDER THE PURPOSES OF EDUCATION AND THE MEANING OF THE SCHOOLING PROCESS. CURRENT DEBATES ABOUT EDUCATION INDICATE GREAT DIFFICULTY OF EDUCATIONAL SYSTEMS TO PROVIDE A QUALITY EDUCATION, RESPECTING THE DIVERSITY AND INDIVIDUALITY IN THE SCHOOL COMMUNITY. THE REASON, THE SCIENTIFIC AND TECHNICAL KNOWLEDGE, AND SPECIALTY ARE HIGHLY VALUED IN OUR CULTURE, WHICH IS REFLECTED IN EDUCATION. THUS, ARE OFFERED TO THE CHILD INTELLECTUAL STIMULI VERY EARLY, WHILE THEIR BODY, THEIR EMOTIONS, THEIR INTUITION ARE SILENCED. JUNGIAN PSYCHOLOGY, BY CONSIDERING, IN ADDITION TO THE PERSONAL UNCONSCIOUS OF THE HUMAN BEING, THE EXISTENCE OF A COLLECTIVE UNCONSCIOUS, ALLOWS EXPANDING THE VISION OF MAN AS RATIONAL ONLY. THE OBSERVATION OF THE CHILD FROM THIS PERSPECTIVE, JUSTIFIES ATTENTION TO THEIR BODY, THEIR DREAMS, THEIR EMOTIONS, THEIR INTELLECT, THEIR SPIRITUALITY AND HOW MANY OTHER DIMENSIONS ARE PRESENTED. EDUCATION MUST THEN ATTEND ALL THEIR NEEDS, AIMING AT A COMPREHENSIVE EDUCATION. WITH THIS GOAL WAS BORN PROFOUND PEDAGOGY, WHICH CONSIDERS THE CHILD WITH ITS MULTIPLE DIMENSIONS. ITS THEORETICAL AXIS IS BASED ON PROFOUND PSYCHOLOGY, STILL INTEGRATING THE PRINCIPLES AND PRACTICES OF SACRED CIRCLE DANCES AND SUBTLE TOUCHES. THE PROFOUND PEDAGOGY DOES NOT PROPOSE A TEACHING METHODOLOGY, BUT AN ENHANCEMENT OF THE EDUCATOR, HIS PERSONALITY, HIS VISION OF THE HUMAN BEING AND HIS KNOWLEDGE OF THE CHILD. BESIDES DANCING AND BODY WORKS CITED ABOVE, IT INCLUDES WORKING WITH MATTER, THROUGH ARTISAN TECHNIQUES AND HANDWORK, AS WELL AS JOKES, GAMES AND TOYS CONFECTION. IN THIS WAY, THIS STUDY AIMED TO ANALYZE THE APPLICATION OF PROFOUND PEDAGOGYS ASSUMPTIONS IN A EARLY CHILDHOOD TEACHERS PRACTICE AND EVALUATE WHETHER THE PRACTICE DEVELOPED PROMOTES SERVICE TO DIVERSITY. IT IS FEATURED AS A CASE STUDY, BASED ON QUALITATIVE CLINICAL METHODOLOGY USED IN THE METHODS OF LIFE HISTORY, NARRATIVES AND CONTENT ANALYSIS. THE RESEARCH WAS CONDUCTED IN A PUBLIC EARLY CHILDHOOD SCHOOL EDUCATION, THROUGH OBSERVATION OF TEACHING PRACTICE AND INTERVIEWS WITH THE TEACHER, DEVELOPED IN EIGHT MEETINGS, AND DOCUMENTAL ANALYSIS. THE BIBLIOGRAPHIC SURVEY OCCURRED IN THREE DATABASES (NATIONAL AND INTERNATIONAL) IDENTIFYING THE PUBLICATION OF ONLY TEN ARTICLES IN THE LAST DECADE RELATED TO THE USE OF JUNGIAN PSYCHOLOGYS CONCEPTS IN EDUCATION, HIGHLIGHTING THE SCARCITY OF STUDIES THAT INTEGRATE THE TWO AREAS. THE RESULTS OF OBSERVATION OF TEACHING PRACTICE PRESENTS THE POSSIBILITY OF AN EDUCATION BASED ON THE VALUES OF FREEDOM AND TRUST WITH THE INCLUSION OF ARTISTIC DIMENSION AND THE CONTACT WITH NATURE IN THE EDUCATIONAL PROCESS, INCREASING THE SPACE FOR THE CHILDS INTERESTS AND CURIOSITIES. DATA WERE ORGANIZED INTO FOUR AXIS: RELAXED ENVIRONMENT; PLAYING WITH THE MATTER; THE CHILD AND THE BODY; AND THE RELATIONSHIP OF THE TEACHER WITH THE CHILDREN. THE FINDINGS AFFIRM THE CONTRIBUTION OF PROFOUND PEDAGOGY BY INDICATING DISTINCT POSSIBILITIES TO ATTEND THE NEEDS OF THE CHILD, CONSIDERED IN ITS ENTIRETY, THUS FAVORING AN EDUCATION FOR DIVERSITY. THE PRESENT STUDY WAS OUTLINED FROM THE NEED TO RECONSIDER THE PURPOSES OF EDUCATION AND THE MEANING OF THE SCHOOLING PROCESS. CURRENT DEBATES ABOUT EDUCATION INDICATE GREAT DIFFICULTY OF EDUCATIONAL SYSTEMS TO PROVIDE A QUALITY EDUCATION, RESPECTING THE DIVERSITY AND INDIVIDUALITY IN THE SCHOOL COMMUNITY. THE REASON, THE SCIENTIFIC AND TECHNICAL KNOWLEDGE, AND SPECIALTY ARE HIGHLY VALUED IN OUR CULTURE, WHICH IS REFLECTED IN EDUCATION. THUS, ARE OFFERED TO THE CHILD INTELLECTUAL STIMULI VERY EARLY, WHILE THEIR BODY, THEIR EMOTIONS, THEIR INTUITION ARE SILENCED. JUNGIAN PSYCHOLOGY, BY CONSIDERING, IN ADDITION TO THE PERSONAL UNCONSCIOUS OF THE HUMAN BEING, THE EXISTENCE OF A COLLECTIVE UNCONSCIOUS, ALLOWS EXPANDING THE VISION OF MAN AS RATIONAL ONLY. THE OBSERVATION OF THE CHILD FROM THIS PERSPECTIVE, JUSTIFIES ATTENTION TO THEIR BODY, THEIR DREAMS, THEIR EMOTIONS, THEIR INTELLECT, THEIR SPIRITUALITY AND HOW MANY OTHER DIMENSIONS ARE PRESENTED. EDUCATION MUST THEN ATTEND ALL THEIR NEEDS, AIMING AT A COMPREHENSIVE EDUCATION. WITH THIS GOAL WAS BORN PROFOUND PEDAGOGY, WHICH CONSIDERS THE CHILD WITH ITS MULTIPLE DIMENSIONS. ITS THEORETICAL AXIS IS BASED ON PROFOUND PSYCHOLOGY, STILL INTEGRATING THE PRINCIPLES AND PRACTICES OF SACRED CIRCLE DANCES AND SUBTLE TOUCHES. THE PROFOUND PEDAGOGY DOES NOT PROPOSE A TEACHING METHODOLOGY, BUT AN ENHANCEMENT OF THE EDUCATOR, HIS PERSONALITY, HIS VISION OF THE HUMAN BEING AND HIS KNOWLEDGE OF THE CHILD. BESIDES DANCING AND BODY WORKS CITED ABOVE, IT INCLUDES WORKING WITH MATTER, THROUGH ARTISAN TECHNIQUES AND HANDWORK, AS WELL AS JOKES, GAMES AND TOYS CONFECTION. IN THIS WAY, THIS STUDY AIMED TO ANALYZE THE APPLICATION OF PROFOUND PEDAGOGYS ASSUMPTIONS IN A EARLY CHILDHOOD TEACHERS PRACTICE AND EVALUATE WHETHER THE PRACTICE DEVELOPED PROMOTES SERVICE TO DIVERSITY. IT IS FEATURED AS A CASE STUDY, BASED ON QUALITATIVE CLINICAL METHODOLOGY USED IN THE METHODS OF LIFE HISTORY, NARRATIVES AND CONTENT ANALYSIS. THE RESEARCH WAS CONDUCTED IN A PUBLIC EARLY CHILDHOOD SCHOOL EDUCATION, THROUGH OBSERVATION OF TEACHING PRACTICE AND INTERVIEWS WITH THE TEACHER, DEVELOPED IN EIGHT MEETINGS, AND DOCUMENTAL ANALYSIS. THE BIBLIOGRAPHIC SURVEY OCCURRED IN THREE DATABASES (NATIONAL AND INTERNATIONAL) IDENTIFYING THE PUBLICATION OF ONLY TEN ARTICLES IN THE LAST DECADE RELATED TO THE USE OF JUNGIAN PSYCHOLOGYS CONCEPTS IN EDUCATION, HIGHLIGHTING THE SCARCITY OF STUDIES THAT INTEGRATE THE TWO AREAS. THE RESULTS OF OBSERVATION OF TEACHING PRACTICE PRESENTS THE POSSIBILITY OF AN EDUCATION BASED ON THE VALUES OF FREEDOM AND TRUST WITH THE INCLUSION OF ARTISTIC DIMENSION AND THE CONTACT WITH NATURE IN THE EDUCATIONAL PROCESS, INCREASING THE SPACE FOR THE CHILDS INTERESTS AND CURIOSITIES. DATA WERE ORGANIZED INTO FOUR AXIS: RELAXED ENVIRONMENT; PLAYING WITH THE MATTER; THE CHILD AND THE BODY; AND THE RELATIONSHIP OF THE TEACHER WITH THE CHILDREN. THE FINDINGS AFFIRM THE CONTRIBUTION OF PROFOUND PEDAGOGY BY INDICATING DISTINCT POSSIBILITIES TO ATTEND THE NEEDS OF THE CHILD, CONSIDERED IN ITS ENTIRETY, THUS FAVORING AN EDUCATION FOR DIVERSITY.
Arquivo:
DIS_MEST20140509_HAMER BRUNA LASELVA.pdf
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Criado:
26/06/2014 ÀS 10:27:03
Atualizado:
26/06/2014 ÀS 10:27:03
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